The visual representation of dual language education

Despite well documented benefits of dual language (DL) programs which deliver educational content in two languages, there are still few DL programs in the United States. As such, there is a need to understand how to effectively persuade more states/districts to adopt the programs. In addition, more critical research is needed that focuses on how the programs are represented visually, as well as how this visual representation reflects wider discourses about DL education that could impede the programs from reaching those who need them most. In this article, the author explores ideologies behind DL program discourse by looking at photojournalism (or in some cases, stock photos) from 34 local online news reports. She employed multimodal critical discourse analysis (MCDA), including a thematic analysis of images. Findings reveal that many of the discourses (e.g. neoliberalism) seen in analyses of written text were repeated visually but, in some cases, visual data communicated different discourses that were advanced in nuanced ways. The author concludes by urging more critical work in visual communication that focuses on educational issues

The visual representation of dual language education

Despite well documented benefits of dual language (DL) programs which deliver educational content in two languages, there are still few DL programs in the United States. As such, there is a need to understand how to effectively persuade more states/districts to adopt the programs. In addition, more critical research is needed that focuses on how the programs are represented visually, as well as how this visual representation reflects wider discourses about DL education that could impede the programs from reaching those who need them most. In this article, the author explores ideologies behind DL program discourse by looking at photojournalism (or in some cases, stock photos) from 34 local online news reports. She employed multimodal critical discourse analysis (MCDA), including a thematic analysis of images. Findings reveal that many of the discourses (e.g. neoliberalism) seen in analyses of written text were repeated visually but, in some cases, visual data communicated different discourses that were advanced in nuanced ways. The author concludes by urging more critical work in visual communication that focuses on educational issues

Occupy: A case illustration of social movements in global citizenship education

Due to the complex nature of global understanding and practice of citizenship, it is essential to understand how to educate for a responsive public sphere with active and emancipated citizens. This study aims to clarify how social movements (through a case illustration of Occupy) are representative of global citizenship goals while illuminating Occupy’s main goals and dynamic nature. Data collection consisted of 45 interviews conducted at four different Occupy locations in the United States. Interviewee comments entwined with key elements representative of global citizenship education are outlined, and findings indicate not only how social movements can be an integral part of citizenship education but also shed light on a unique “we are here” movement that has transformed public discourse

Linguistic Construction of Migrant Identity in U.S. Crime Reports

This article explores the representation of Latino migrants in U.S. crime reports. Through multidisciplinary linguistic analysis incorporating critical discourse analysis and cognitive linguistics, the author demonstrates how migrant identity is constructed linguistically in media discourse using various linguistic strategies to reveal an underlying xeno-racist discourse that serves the dominant group’s purpose of staying in power. The contribution of this paper lies in its systematic illustration of the covert nature in which this discourse is (re)produced in crime reports and the connections it can have to immigration policies and public attitudes. In addition, the aim of the paper is to serve as a springboard for social and political change through consciousness-raising and the ability to critically deconstruct texts to reveal underlying messages

The use of \u3ci\u3ezingari/nomadi/rom\u3c/i\u3e in Italian crime discourse

This study examines the use of the metonymies zingari/nomadi/rom [Gypsies/Nomads/Roma] in Italian media discourse, in order to critically reflect on their relation to the perception of Roma. The author analyses the frequency of these terms in general discourse and crime discourse, as well as the way they are used in context. The findings reveal that nomadi and rom are used to directly and indirectly index Roma, and have a sig­nificant impact on their ethnicization and criminalization. In addition, the episodic framing of crime events, combined with the use of these metony­mies, erases the Italian government’s responsibility for the conditions of Roma in Italy

When Children Are Water: Representation of Central American Migrant Children in Public Discourse and Implications for Educators

Since June, 2014 when the U.S. government began to document an increase in unaccompanied/separated children arriving in the United States from Central America, these children have become a frequent topic in media discourse. Because rhetoric about immigration issues have been shown to affect schooling of these children, the present paper aims to examine how these children are represented in the discourse of one community. Findings from this critical multimodal discourse analysis reveal multiple strategies of representation that result in the dominant metaphor of IMMIGRANT CHILDREN ARE DANGEROUS WATER and negative perceptions that have implications for the education of these students

Occupy: A case illustration of social movements in global citizenship education

Due to the complex nature of global understanding and practice of citizenship, it is essential to understand how to educate for a responsive public sphere with active and emancipated citizens. This study aims to clarify how social movements (through a case illustration of Occupy) are representative of global citizenship goals while illuminating Occupy’s main goals and dynamic nature. Data collection consisted of 45 interviews conducted at four different Occupy locations in the United States. Interviewee comments entwined with key elements representative of global citizenship education are outlined, and findings indicate not only how social movements can be an integral part of citizenship education but also shed light on a unique “we are here” movement that has transformed public discourse

ROMANIES VERSUS THE MAFIA: “US” AND “THEM” IN ITALIAN CRIME REPORTS

Denaturalization is the act of making something appear less natural or less human which functions to “subordinate other living creatures to human beings” and “to justify denigration of certain groups of people” (Santa Ana 1999). In this study, the denaturalization of Romanies in Italy as represented in newspaper crime reports was identified and compared to the opposing naturalization of Italian crime organizations. This was accomplished through careful, multidisciplinary, scientific analysis of over 20 articles taken from Italian newspapers of assorted political tendencies from the years 2005-2010. A corpus analysis was conducted and lexical choices were categorized as denaturalization, naturalization or derogation. Examples from texts were then examined in depth to reveal linguistic (such as metaphor) strategies involved in negative or positive representation of these groups. A Critical Discourse Analysis Approach combined with Cognitive Linguistics was employed to reveal an underlying racist and xenophobic ideology that categorizes Romanies as “Them” in Italian media. At the same time, Italian crime organizations such as ‘Ndrangheta, Camorra, and Cosa Nostra are portrayed as “Us” and seen in a positive light. Both processes combine to serve the dominant group\u27s purpose of staying in power

When Children Are Water: Representation of Central American Migrant Children in Public Discourse and Implications for Educators

Since June, 2014 when the U.S. government began to document an increase in unaccompanied/separated children arriving in the United States from Central America, these children have become a frequent topic in media discourse. Because rhetoric about immigration issues have been shown to affect schooling of these children, the present paper aims to examine how these children are represented in the discourse of one community. Findings from this critical multimodal discourse analysis reveal multiple strategies of representation that result in the dominant metaphor of IMMIGRANT CHILDREN ARE DANGEROUS WATER and negative perceptions that have implications for the education of these students

"Taking the Shackles off": Metaphor and Metonymy of Migrant Children and Border Officials in the U.S.

The present paper utilizes (multimodal) critical discourse studies and cognitive linguistics to analyze the verbal and visual metonymies/metaphors found in online news sources that report on unaccompanied youths from Central America and Border Patrol/immigration officials in the U.S. Findings reveal verbal and visual metonymies that dehumanize and criminalize child migrants, while Border Patrol/immigration enforcement discourse creates WAR/WILD WEST metaphors that justify the militarization of the border. The significance of the study lies in showing how underlying conceptualizations of migrants by immigration and border control agencies help us understand the social imaginary which allows the government to garner public support for unjust policies and treatment of migrants. In addition, by examining the connection of media and law enforcement rhetoric to the Trump administration, it illustrates how rightwing populists gain and maintain power through their appeal to populist ideals and the repetition of core discourses